Preschoolers (Age 3-5)

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﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿Developmental patterns for all children

In these early learning years, children’s primary attachment is with adults (parents, caregivers or teachers) who use child-directed language. Adults use simple sentence constructions with a great deal of redundancy and make efforts to elaborate on the child’s language attempts and to repair communication breakdowns.

At the same time, preschoolers are more ready to socialize, and interaction with their peers increases. These youngsters are developing the ability to communicate their needs and thoughts and begin to control their environment through the use of their developing language. As they play with peers, they are beginning to learn how to deal with conflict and how to solve problems. They are becoming sensitive to other children’s feelings and are developing a basic understanding of their own emotions and how to regulate themselves. A great deal of social development occurs through fantasy play and imagination.

Possible effects of hearing loss on informal interactions

How parents and teachers can help

Language development and vocabulary may be delayed due to age of identification, level of hearing loss, beginning of language intervention program and other factors affecting learning

Give the child the specific language to express their needs, wants and emotions and model that interaction, (e.g.) Adult: “Did you also want to play with the blocks? Let’s ask him. Say, ‘I want to play too.’”

Language that supports socialization and play may be learned more slowly by children with hearing loss as these language structures are often learned informally and incidentally through overhearing

Directly teach, model and reinforce social and play language as well as appropriate interactive behaviour!

Praise positive social and play interactions “It was very nice of you to give Sally your truck. I think that made her happy” or “Good sharing!”

Create opportunities for children to practice language through play

Create learning centres with emphasis on imaginary play

Role play stories and social situations with props

Use experience books to prepare child for social events and then review often and focus on new vocabulary

Encourage children to talk and interact with peers

Help children learn every child's name and for students communicating in sign language, share the student’s “sign name” with classmates. Encourage all classmates accept a sign name from the signing student

Teach what emotions look like on the face; what facial expression and posture tells us about what others are feeling

Recognize opportunities to discuss feelings and emotions as they happen (e.g. In stories: “Why do you think he’s crying?” or “What did she do to make him happy?” In daily interactions: “Oh, look: Andrew’s eyes are big and wide - what do you think that means?”)

Resources

Kidlution, www.kidlutions.com, founded by Wendy Young, aims to help children and adults who care about them deal with behavioural and emotional issues. Products build social-emotional skills that are predictors of happiness in life. Games and resources designed for children, parents, teachers and mental health professionals.

2. Story books about hearing loss are available through many of the hearing aid and cochlear implant manufacturers.

3. Oliver Gets Hearing Aids from Phonak. (Free download). Oliver is struggling at school and home to hear his friends and family. He sees an ear doctor who checks his hearing and fits him for hearing aids. Oliver loves his hearing aids and how much they help him.

4. Oliver Gets FM from Phonak. (Free download) Even though Oliver is wearing his hearing aids, he is having a difficult time at school. His audiologist suggests an FM system. Oliver couldn't be happier about how helpful his FM system is at school and at home.